CONFESSIONALS – TYPES OF TRs

The first type is used in asking the Sec Check question. These are regular prepared list TRs (Assessment TRs).

The second TRs are those with which you take up the pc’s answers. If these TRs are rough, the pc feels he’s being accused. They should therefore be less abrupt and choppy and should be warmer than the Assessment TRs.

An auditor should fully shift gears from “the inquisitor” to “the confessor” once the pc has found an answer to the question (an overt or withhold). One uses the warmer TRs in getting the when, all, how was it justified, etc.

This is not difficult to do. But it must be well drilled by all Confessional auditors.

According to HCOB 6 Dec. 73, the make or break point of an auditor was his ability to get reads on a prepared list. This depended upon (a) his TR 1 and (b) his metering.

In 1978 this was further studied, and in HCOB 22 July 78, ASSESSMENT TRs, it was found that correct voice pitches had everything to do with assessment.

I have just developed drills which improve this ability to make lists read and to improve an auditor’s auditing in general.

These drills will also be found to have great value to people who do surveys, to Examiners and to Ethics Officers.

LEVELS OF USAGE

There are three levels of usage of these drills:

1. AUDITOR TRAINING: A student auditor must become expert in the handling of prepared lists. Training the student to make a list read is the first usage level for the Assessment Drills. The prerequisites for this level of use are a professional TRs course, Upper Indoc TRs and the drills of the E-Meter Drills book.

Before starting the Assessment Drills, the auditor should review his E-Meter drills and practice E-Meter Drill 27, E-Meter Drill CR0000-4 and, if found necessary, E-Meter Drill CR0000-3. It is called to attention that E-Meter Drill 5 of The Book of E-Meter Drills has been replaced with E-Meter Drill 5RA and, if not done, should be done. Being able to see and read and operate an E-Meter has everything to do with getting reads off a prepared list. Where an auditor misses, it is simply that he has not adequately done the drills in The Book of E-Meter Drills and has not practiced up to a point of full, easy familiarity with the E-Meter. The point of being able to make lists read is pointless unless the auditor can set up, handle and read an E-Meter. But the skill is easily acquired.

2. SURVEYORS, ETHICS OFFICERS, EXAMINERS (and others not yet trained as auditors): The Assessment Drills are extremely valuable tools for those whose duties involve asking and getting answers to questions, as in surveying and doing interviews. Where the skill of asking questions well is needed, but E-Meter training hasn’t yet been completed, the prerequisite to doing the Assessment Drills would be successful completion of TRs 0-4 and 6-9. Such a student would not do any of the Assessment Drills calling for use of the meter.

3. AUDITOR CORRECTION: Sometimes a C/S needs to handle an auditor who is having trouble getting prepared lists to read and in such a case the Assessment Drills are the answer. So the third use level is simply a C/S ordering an auditor through Assessment Drills, where his lists are suspect. One is presupposing here that the auditor has already done the necessary courses as in (1) above.

ASSESSMENT TRAINING DRILLS

The following drills have the letter Q after them to mean that they are used for QUESTIONS. The Q is followed by a number to show that they are drilled in that sequence.

In these Q drills, the practice of twinning and any other TR tech normal to TRs is followed.

TR 1-Q1

NUMBER: TR 1-Q1

NAME: Pitch of the Statement and Question.

POSITION: Coach sitting at the keyboard of a piano or organ or any useable instrument, student standing beside instrument.

PURPOSE: To establish the pitch differences of statements and questions.

DATA:

TRAINING PROCEDURE: If the student is a girl, the coach asks her to say “apple” as a statement. The coach then strikes the C above middle C (as given in the data above) and then the G above middle C. If the student is a man, the coach asks him to say “apple” as a statement and then strikes middle C and then the F below middle C. This is repeated—saying “apple” and striking the two notes until the pitch of a statement can be duplicated by the student. (In the event the student has a voice pitch at variance with these notes, other notes can be found and used by the coach so long as the higher note is first and the second note is four or five whole notes below the first note. It must sound like a statement with the higher, then lower note.) Once the student has grasped this and can duplicate it, have the student use other two-syllable words (or single-syllable words preceded by an article), using these notes of the statement. Then, using these two notes, have the student make up sentences as statements, the bulk of the sentence said at the pitch of the higher note, but the end of the sentence at the pitch of the lower note. Once the student has this down and can easily do it and it sounds natural and he is satisfied that it does, go on to the question step.

The coach has the student say “apple” as a question. Then the coach (for a male student) strikes the F below middle C and then middle C. For a woman the coach strikes the A above middle C and then the D an octave above middle C. (In case this does not agree with the voice pitch of the student, the coach must work it out providing only that the upper note is three or four whole notes above the lower note. It must sound natural and must sound like a question.) The coach has the student say “apple” as a question and then strikes the lower and higher note until the student can duplicate it. Now take other two-syllable words (or single-syllable words preceded by an article) and have the student say these as a question, following each one with the two instrument notes, lower to higher. When the student can do this, is satisfied that it sounds natural and doesn’t have to think about doing it, go on to the next step. Here the student makes up banal questions. The first part of the question is said at the lower note and the last part is said at the higher note. At each question, the coach strikes the lower note and then the upper note. When this sounds natural and the student does not have to think to do it and is satisfied with it, the drill is ended.

END PHENOMENA: A person who can state statements and questions that sound like statements or questions.

HISTORY: Developed by L. Ron Hubbard, April 1980, while doing the script for the soon-to-be-produced training film Tone 40 Assessment.

TR 1-Q2

NUMBER: TR 1-Q2

NAME: Walkabout Questions.

POSITION: There is no coach. Two students separate and walk around their neighborhood and then meet and compare notes. The object is to detect personal habits in questioning.

PURPOSE: To enlighten the student as to his own communication habits and people’s reactions to his questions.

COMMANDS: The most common everyday social questions such as “How’s it going?” “Do you like the weather?” etc., appropriate to the activities and circumstances of the person. Only one or two questions to a separate person. The questions must be banal, social and ordinary, but they must be questions.

TRAINING STRESS: The two students agree on the areas they will cover and the time they will meet again. They then go off individually, not together. The student pauses next to people encountered and asks a social question, listens to his OWN voice tones and notes the reaction of the person asked. In this drill the student does not necessarily try to use TR 1-Q1 but is just himself, speaking as he would normally speak. The students then meet and compare notes and discuss what they have discovered about themselves on the subject of asking questions. If they have not learned or observed anything, the drill must be repeated.

END PHENOMENA: A person who has detected any habits he has in handling pitch of voice in asking questions so that he can cure these in subsequent drills.

HISTORY: Recommended by L. Ron Hubbard in February 1978 in the pilot for HCOB 22 July 78, ASSESSMENT TRs. Developed into a TR in April 1980 by L. Ron Hubbard.

TR 1-Q3

NUMBER: TR 1-Q3

NAME: Single Word Question.

POSITION: Student and coach facing each other with a table in between them. The E-Meter is not used. The Book of E-Meter Drills used by student and another copy by coach.

PURPOSE: To be able to ask questions using a single word read from a list.

COMMANDS: The coach uses the usual TR directions of “Start,” “Flunk,” “That’s it.” The student uses single words from the prepared lists of The Book of E-Meter Drills.

TRAINING STRESS: To get the student to use the pitch of his voice to deliver a question consisting of a single word. It must sound like a question per TR 1-Q1 and use similar pitches to TR 1-Q1. The student is flunked for out-TR 1, for keeping his eyes glued to the list, for sounding unnatural. The student is also flunked for slow or comm-laggy delivery or pauses. The coach designates the list to be used, changes lists. When the student can do this easily, a second part of the drill is entered and the coach begins to use the Preclear Origination Sheet so as to interrupt the student and make him combine his questions with TR 4. In this case, the student acknowledges appropriately, uses “I will repeat the question,” and does so.

END PHENOMENA: The ability to ask single-word questions that will be responded to as questions and to be able to handle pc origins while doing so.

HISTORY: Developed in April 1980 by L. Ron Hubbard.

TR 1-Q4A

NUMBER: TR 1-Q4A (For meter-trained students only)

NAME: Whole Sentence Questions.

POSITION: Student and coach sit facing each other across a table. The E-Meter is set up and used. Copies of The Book of E-Meter Drills are used.

PURPOSE: To train the student to ask whole questions that sound like questions, read an E-Meter and handle a session at the same time.

COMMANDS: The usual coach commands of TR drills. The prepared lists in The Book of E-Meter Drills; the questions in these drills are reworded so that the item occurs as the last word. Example: List 2 of The Book of E-Meter Drills states that the assessment question is “Which tree do you like best?” This is converted, for each question, to “Do you like ____?” Prepared List 4 is converted to “Do you dislike ____?” etc. A whole sentence is used in every case.

TRAINING STRESS: The usual TR commands are used by the coach. E-Meter Drill 5RA must be used to start. Any TR errors or metering errors may be flunked, but special attention is paid to the student’s ability to ask a question that sounds like a question (in accordance with TR 1-Q1) and that sounds natural. The drill has three parts. In the first part, although the coach is on the meter, the ability to ask the question is concentrated upon. The second part concentrates upon the student’s ability to look at the written questions and then ask the coach directly without undue comm lag or hesitation. The third part is to do the first two parts and read the meter (in accordance with E-Meter Drills 27 and CRG000-4 which may have to be reviewed if flubby) and to keep session admin, all smoothly and accurately. If a question arises about meter accuracy, a third person who can read a meter or a video tape is employed to ensure that the student is actually not missing or dubbing in reads.

END PHENOMENA: A person who can do all the necessary actions of asking ^questions from a prepared list and run a session smoothly without errors or confusions and be confident he can.

HISTORY: Developed by L. Ron Hubbard in April 1980.

TR 1-Q4B

NUMBER: TR 1-Q4B (For nonmeter-trained students only)

NAME: Whole Sentence Questions (nonmetered).

POSITION: Student and coach sit facing each other across a table, if that is the position the student would take when using this tech on post. If the student would do his post activities standing up (as in doing a survey), then that is the position used for the drill. The E-Meter is not used in this drill, but the tools of the student’s post, such as a clipboard and survey forms, for a surveyor, are set up and used. Copies of The Book of E-Meter Drills are used.

PURPOSE: To train the student to ask whole questions that sound like questions, handle any admin he might have to handle in an interview (or while doing a survey, etc.) and carry on the interview at the same time.

COMMANDS: The usual coach commands of TR drills. The prepared lists in The Book of E-Meter Drills; the questions in these drills are reworded so that the item occurs as the last word. Example: List 2 of The Book of E-Meter Drills states that the assessment question is “Which tree do you like best?” This is converted, for each question, to “Do you like ____?” Prepared List 4 is converted to “Do you dislike ____?” etc. A whole sentence is used in every case.

TRAINING STRESS: Special attention is paid to the student’s ability to ask a question that sounds like a question in accordance to TR 1-Q1 and that sounds natural. The drill has three parts:

1. In the first part the ability to ask the question is concentrated upon.

2. The second part concentrates upon the student’s ability to look at the written question and then ask the coach directly without undue comm lag or hesitation.

3. The third part is to do the first two parts and keep interview admin, all smoothly and accurately, as well as keep the interview going.

END PHENOMENA: A person who can do all the necessary actions of asking questions from a prepared list and run an interview smoothly without errors or confusions and be confident he can.

TR 8-Q

NUMBER: TR 8-Q

NAME: Tone 40 Assessment.

POSITION: Same as TR 8 where the student is in one chair facing another chair on which sits an ashtray, the coach sitting beside the student in a third chair. A square, four-cornered ashtray is used.

PURPOSE: To deliver the THOUGHT of a question into an exact position, wide or narrow at decision, that is a question, with or without words.

COMMANDS: For the first part of the drill: “Are you an ashtray?” “Are you made of glass?” “Are you sitting there?” Second part of drill: Same questions silently. Third part of drill: “Are you a corner?” to each corner of the ashtray, verbal and with intention at the same time. Fourth part of drill: Any applicable question, verbal and with intention at the same time, put broad and narrow at choice into the ashtray, exact parts of it and the surroundings.

TRAINING STRESS: The coach uses usual TR coaching commands. There are four stages to the drill. The first stage is to land a verbal command into the ashtray. The second stage is to put the question with full intention silently into the ashtray. The third stage is to put verbal command and silent intention at the same time into exact parts of the ashtray. The fourth stage is to put any applicable question both verbally and with intention into any narrow or any broad portion of the ashtray or its surrounds at choice and at will. The coach puts out his finger or his hands to indicate various spots and locations in space around the ashtray. The coach also makes the student put thoughts precisely into areas, some narrow and some wide, above the student’s head and behind his back by putting his finger or hands in those places. (Coach doesn’t touch student’s body.) At the conclusion of the whole drill imagine the ashtray saying, “Yes, yes, yes, yes” in an avalanche of “yeses” to balance the flow (in actual life, people, pes and meters do respond and return the flow).

END PHENOMENA: The ability to land a question with full intention into an exact target area, broad or narrow, at will and effectively, whether verbally or silently.

HISTORY: Developed by L. Ron Hubbard in April 1980 as an extension of all earlier work on intention and Tone 40, as now applied to questions and assessments.

POSITION: Student and coach sitting across from each other at a table, E-Meter set up and in use, session admin, using prepared lists.

PURPOSE: To train a student to do all the actions necessary to a full, smooth, accurate session using prepared lists and to do Tone 40 Assessment of them.

COMMANDS: Coach commands are the usual TR commands of “Start,” “Flunk,” “That’s it.” For the student, all commands relating to starting a session, giving an R-factor, assessing a prepared list, keeping the admin, indicating any item found and ending a session. The Book of E-Meter Drills for prepared lists as in TR 1-Q4. Origins for coach as per the Preclear Origination Sheet of that book. “Squeeze the cans.” “Take a deep breath and let it out.” “This is the session.” “We are going to assess a prepared list.” (Assessment.) “Your item is ” (Indicate any F/N.) “End of Assessment.” “End of session.”

TRAINING STRESS: Permit the student to continue to his first error; then have him drill and correct that error and continue. Finally, to conclude, let the student go through the entire sequence of the drill beginning to end three times without error or flunk for a final pass. It is expected that the student will not flub any TRs or metering or session patter. Metering may be finally verified by a third student or video. All assessing must be in proper Tone 40 with full intention exactly placed. The student must not wait to see if the meter read but catch the read of the last question as he starts the next one. His vision may shift from list to pc but at all times must embrace list, meter and pc.

(This drill also would be the one used for tape or video passes as it includes all elements of metering and TRs.)

END PHENOMENA: A person who can do a flawless and productive assessment session, Tone 40.

HISTORY: Developed by L. Ron Hubbard, April 1980.

TR 4/8-Q2

NUMBER: TR 4/8-Q2

NAME: Listing and Nulling Tone 40 Assessment.

POSITION: Same as TR 4/8-Q1.

PURPOSE: To teach a student to do the action of Listing and Nulling with all metering and admin, using Tone 40 Assessment.

COMMANDS: The usual coach TR commands. Two copies of The Book of E-Meter Drills. A prepared list is chosen by the coach and both use the same prepared list. The student reads the question and asks it and the coach reads the replies from the same list but in his own copy. The student must write down the answers in a proper session worksheet and note and write down any reads. (An F/N terminates the listing if it occurs.) The coach need not use the whole list of replies but only half a dozen chosen at random. The sequence of commands is the same as TR 4/8-Q1 except that the R-factor is “We are going to list a question.” And, if no item F/Ns and no significant read has occurred, the additional action of nulling the list is undertaken with the command “I will now assess the list.”

TRAINING STRESS: THE LAWS OF LISTING AND NULLING, HCOB 1 Aug. 68, apply in full as these are very important laws and ignoring them can result in severe ARC breaks, not so much in this drill, but in actual sessions. The coach may also require Suppress and Invalidate buttons be put in on the whole list. All errors, omissions, hesitations and lapses from Tone 40 on the part of the student are flunked. Coach similarly to TR 4/8-Q1. Pass when the student can do it flawlessly three consecutive times. (This drill may be used for internship tapes and videos for assessing and metering passes.)

END PHENOMENA: A person able to do a flawless L&N list as the session or as part of a session, with all TRs in, with perfect metering and proper admin and using Tone 40 in his listing and assessing.

HISTORY: Developed by L. Ron Hubbard in April 1980.

SUMMARY

The purpose of these drills is to train the student to ask questions that will get answers and to assess prepared lists that will get accurate reads. If a student doing these drills has difficulty, it will be traced to false data, misunderstood words or not having passed earlier TRs, including Upper Indoc, or his metering drills as contained in The Book of E-Meter Drills. If a satisfactory result is not obtained, the faults in the above items should be located and remedied and these drills repeated. If any earlier omissions are found and repaired and if these drills are honestly done, heightened success as an auditor (or a Surveyor or Examiner or Ethics Officer) is assured.

URGENT—URGENT—URGENT
DEFINITION OF A ROCK SLAM

The following is the only valid definition of an R/S:

ROCK SLAM: THE CRAZY, IRREGULAR, LEFT-RIGHT SLASHING MOTION OF THE NEEDLE ON THE E-METER DIAL. R/SES REPEAT LEFT AND RIGHT SLASHES UNEVENLY AND SAVAGELY, FASTER THAN THE EYE EASILY FOLLOWS. THE NEEDLE IS FRANTIC. THE WIDTH OF AN R/S DEPENDS LARGELY ON SENSITIVITY SETTING. IT GOES FROM ONE-FOURTH INCH TO WHOLE DIAL. BUT IT SLAMS BACK AND FORTH.

A ROCK SLAM (R/S) MEANS A HIDDEN EVIL INTENTION ON THE SUBJECT OR QUESTION UNDER AUDITING OR DISCUSSION.

VALID R/SES ARE NOT ALWAYS INSTANT READS. AN R/S CAN READ PRIOR OR LATENTLY.

HCOB 5 Dec. 62, 2-12, 3GAXX, 3-21 and ROUTINE 2-10 MODERN ASSESSMENT, is an HCOB composited by others incorrectly and is CANCELLED as it misdefines an R/S as a single slash left or right. It contains the statements: “One or two slashes make an R/S. . . . If it slashed up or down once call it an R/S.” The data is utterly false. By this wrong definition a rocket read could be mistaken for an R/S, or any sudden rise could be mistaken for an R/S. ONE SLASH DOESN’T BEGIN TO BE AN R/S. NOR TWO OR THREE FOR THAT MATTER. THE CORRECT DEFINITION OF AN R/S INCLUDES THAT IT SLASHES SAVAGELY LEFT AND RIGHT.

DEFINITION OF A DIRTY NEEDLE

The following is the only valid definition of a dirty needle:

DIRTY NEEDLE: AN ERRATIC AGITATION OF THE NEEDLE WHICH IS RAGGED, JERKY, TICKING, NOT SWEEPING, AND TENDS TO BE PERSISTENT. IT IS NOT LIMITED IN SIZE.

A DIRTY NEEDLE IS CAUSED BY ONE OF THREE THINGS:

1. THE AUDITOR’S TRs ARE BAD.

2. THE AUDITOR IS BREAKING THE AUDITOR’S CODE.

3. THE PC HAS WITHHOLDS HE DOES NOT WISH KNOWN.

The definitions of a dirty needle as “a small rock slam” and “a smaller edition of the rock slam” in HCOB 13 August AD12, “Rock Slams and Dirty Needles,” are CANCELLED. The definition of a dirty needle as “a minute rock slam” in HCOB 1 August AD12, “Routine 3GA, Goals, Nulling by Mid Ruds,” is CANCELLED.

All definitions which limit the size of a dirty needle to “one quarter of an inch” or “less than one quarter of an inch” are CANCELLED.

__________

A dirty needle is NOT TO BE CONFUSED with an R/S. They are distinctly different reads. You never mistake an R/S if you have ever seen one. A dirty needle is far less frantic.

THE DIFFERENCE BETWEEN A ROCK SLAM AND A DIRTY NEEDLE IS IN THE CHARACTER OF THE READ. NOT THE SIZE.

Persistent use of “fish and fumble” can sometimes turn a dirty needle into a rock slam. However until it does it is simply a dirty needle.

AUDITORS, C/SES, SUPERVISORS MUST MUST MUST KNOW THE DIFFERENCE BETWEEN THESE TWO TYPES OF READS COLD.

ASSESSMENT TRs

The right way to do an assessment is to ask the pc the question in a questioning tone of voice.

In assessing, some auditors have made assessment questions into statements of fact, which of course is a cousin to evaluation.

A downcurve at the end of an assessment question contributes to making it a statement. Questions should go up at the end.

A remedy for this is to record ordinary conversation. Ask some normal questions and make some normal statements and you will find that the voice tone rises on a question and goes down on a statement.

Assessing with a statements tone of voice instead of a questioning tone of voice results in evaluation for the pc. The pc feels accused or evaluated for rather than assessed and an auditor can get a lot of false and protest reads.

It’s all tone of voice. Auditors have to be drilled in asking questions. Assessment questions have an upcurve at the end.

1. The auditing skill of any student remains only as good as he can do his TRs.

2. Flubs in TRs are the basis of all confusion in subsequent efforts to audit.

3. If the TRs are not well learned early in Scientology training courses, THE BALANCE OF THE COURSE WILL FAIL AND SUPERVISORS AT UPPER LEVELS WILL BE TEACHING NOT THEIR SUBJECTS BUT TRs.

4. Almost all confusions on meter, Model Sessions and Scientology or Dianetic processes stem directly from inability to do the TRs.

5. A student who has not mastered his TRs will not master anything further.

6. Scientology or Dianetic processes will not function in the presence of bad TRs. The preclear is already being overwhelmed by process velocity and cannot bear up to TR flubs without ARC breaks.

Academies were tough on TRs up to 1958 and have since tended to soften. Comm Courses are not a tea party.

These TRs given here should be put in use at once in all auditor training, in Academy and HGC and in the future should never be relaxed.

Public courses on TRs are NOT “softened” because they are for the public. Absolutely no standards are lowered. THE PUBLIC ARE GIVEN REAL TRs-ROUGH, TOUGH AND HARD. To do otherwise is to lose 90 percent of the results. There is nothing pale and patty-cake about TRs.

THIS HCOB MEANS WHAT IT SAYS. IT DOES NOT MEAN SOMETHING ELSE. IT DOES NOT IMPLY ANOTHER MEANING. IT IS NOT OPEN TO INTERPRETATION FROM ANOTHER SOURCE.

THESE TRs ARE DONE EXACTLY PER THIS HCOB WITHOUT ADDED ACTIONS OR CHANGE.

NUMBER: OT TR 0 (REVISED 1971)

NAME: Operating Thetan Confronting.

COMMANDS: None.

POSITION: Student and coach sit facing each other with eyes closed, a comfortable distance apart—about three feet.

PURPOSE: To train student to be there comfortably. The idea is to get the student able to BE there comfortably in a position three feet in front of another person, to BE there and not do anything else but BE there.

TRAINING STRESS: Student and coach sit facing each other with eyes closed. There is no conversation. This is a silent drill. There is NO twitching, moving, “system” or vias used or anything else added to BE there. One will usually see blackness or an area of the room when one’s eyes are closed. BE THERE, COMFORTABLY.

When a student can BE there comfortably and has reached a major stable win, the drill is passed.

HISTORY: Developed by L. Ron Hubbard in June 1971 to give an additional gradient to confronting and eliminate students confronting with their eyes, blinking, etc. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs.

NUMBER: TR 0 CONFRONTING (REVISED 1971)

NAME: Confronting Preclear.

COMMANDS: None.

POSITION: Student and coach sit facing each other a comfortable distance apart— about three feet.

PURPOSE: To train student to confront a preclear with auditing only or with nothing. The whole idea is to get the student able to be there comfortably in a position three feet in front of a preclear, to BE there and not do anything else but BE there.

TRAINING STRESS: Have student and coach sit facing each other, neither making any conversation or effort to be interesting. Have them sit and look at each other and say and do nothing for some hours. Student must not speak, blink, fidget, giggle or be embarrassed or anaten. It will be found the student tends to confront WITH a body part, rather than just confront, or to use a system of confronting rather than just BE there. The drill is misnamed if confronting means to DO something to the pc. The whole action is to accustom an auditor to BEING THERE three feet in front of a preclear without apologizing or moving or being startled or embarrassed or defending self. Confronting with a body part can cause somatics in that body part being used to confront. The solution is just to confront and BE there. Student passes when he can just BE there and confront and he has reached a major stable win.

HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train students to confront preclears in the absence of social tricks or conversation and to overcome obsessive compulsions to be “interesting.” Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for its success a much higher level of technical skill than earlier processes. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs.

NUMBER: TR 0 BULLBAIT (REVISED 1971)

NAME: Confronting Bullbaited.

COMMANDS: Coach: “Start” “That’s it” “Flunk.”

POSITION: Student and coach sit facing each other a comfortable distance apart— about three feet.

PURPOSE: To train student to confront a preclear with auditing or with nothing. The whole idea is to get the student able to BE there comfortably in a position three feet in front of the preclear without being thrown off, distracted or reacting in any way to what the preclear says or does.

TRAINING STRESS: After the student has passed TR 0 and he can just BE there comfortably, “bullbaiting” can begin. Anything added to BEING THERE is sharply flunked by the coach. Twitches, blinks, sighs, fidgets, anything except just being there is promptly flunked, with the reason why.

PATTER: Student coughs. Coach: “Flunk! you coughed. Start.” This is the whole of the coach’s patter as a coach.

PATTER AS A CONFRONTED SUBJECT: The coach may say anything or do anything except leave the chair. The student’s “buttons” can be found and tromped on hard. Any words not coaching words may receive no response from the student. If the student responds, the coach is instantly a coach (see patter above). Student passes when he can BE there comfortably without being thrown off or distracted or react in any way to anything the coach says or does and has reached a major stable win.

HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train students to confront preclears in the absence of social tricks or conversation and to overcome obsessive compulsions to be “interesting.” Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for its success a much higher level of technical skill than earlier processes. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs.

NUMBER: TR 1 (REVISED 1961)

NAME: Dear Alice.

PURPOSE: To train the student to deliver a command newly and in a new unit of time to a preclear without flinching or trying to overwhelm or using a via.

COMMANDS: A phrase (with the “he said’s” omitted) is picked out of the book Alice in Wonderland and read to the coach. It is repeated until the coach is satisfied it arrived where he is.

POSITION: Student and coach are seated facing each other a comfortable distance apart.

TRAINING STRESS: The command goes from the book to the student and, as his own, to the coach. It must not go from book to coach. It must sound natural not artificial. Diction and elocution have no part in it. Loudness may have.

The coach must have received the command (or question) clearly and have understood it before he says “Good.”

PATTER: The coach says “Start,” says “Good” without a new start if the command is received or says “Flunk” if the command is not received. “Start” is not used again. “That’s it” is used to terminate for a discussion or to end the activity. If session is terminated for a discussion, coach must say “Start” again before it resumes.

This drill is passed only when the student can put across a command naturally, without strain or artificiality or elocutionary bobs and gestures, and when the student can do it easily and relaxedly.

HISTORY: Developed by L. Ron Hubbard in London, April 1956, to teach the communication formula to new students. Revised by L. Ron Hubbard 1961 to increase auditing ability.

NUMBER: TR 2 (REVISED 1978)

NAME: Acknowledgments.

PURPOSE: To teach the student that an acknowledgment is a method of controlling preclear communication and that an acknowledgment is a full stop. The student must understand and appropriately acknowledge the comm and in such a way that it does not continue the comm.

COMMANDS: The coach reads lines from Alice in Wonderland, omitting the “he said’s,” and the student thoroughly acknowledges them. The student says “Good,” “Fine,” “Okay,” “I heard that,” anything only so long as it is appropriate to the pc’s comm—in such a way as actually to convince the person who is sitting there as the preclear that he has heard it. The coach repeats any line he feels was not truly acknowledged.

POSITION: Student and coach are seated facing each other at a comfortable distance apart.

TRAINING STRESS: Teach student to acknowledge exactly what was said so preclear knows it was heard. Ask student from time to time what was said. Curb over- and underacknowledgment. Let student do anything at first to get acknowledgment across, then even him out. Teach him that an acknowledgment is a stop, not beginning of a new cycle of communication or an encouragement to the preclear to go on and that an acknowledgment must be appropriate for the pc’s comm. The student must be broken of the habit of robotically using “Good,” “Thank you” as the only acks.

To teach further that one can fail to get an acknowledgment across or can fail to stop a pc with an acknowledgment or can take a pc’s head off with an acknowledgment.

PATTER: The coach says “Start,” reads a line and says “Flunk” every time the coach feels there has been an improper acknowledgment. The coach repeats the same line each time the coach says “Flunk.” “That’s it” may be used to terminate for discussion or terminate the session. “Start” must be used to begin new coaching after a “That’s it.”

HISTORY: Developed by L. Ron Hubbard in London in April 1956 to teach new students that an acknowledgment ends a communication cycle and a period of time, that a new command begins a new period of time. Revised 1961 and again in 1978 by L. Ron Hubbard.

NUMBER: TR2½ (1978)

NAME: Half-acks.

PURPOSE: To teach the student that a half-acknowledgment is a method of encouraging a pc to communicate.

COMMANDS: The coach reads lines from Alice in Wonderland, omitting “he said’s,” and the student half-acks the coach. The coach repeats any line he feels was not half-acked.

POSITION: The student and coach are seated facing each other a comfortable distance apart.

TRAINING STRESS: Teach student that a half-acknowledgment is an encouragement to the pc to continue talking. Curb overacknowledgment that stops a pc from talking. Teach him further that a half-ack is a way of keeping a pc talking by giving the pc the feeling that he is being heard.

PATTER: The coach says “Start,” reads a line and says “Flunk” every time the coach feels there has been an improper half-ack. The coach repeats the same line each time the coach says “Flunk.” “That’s it” may be used to terminate for discussion or terminate the session. If the session is terminated for discussion, the coach must say “Start” again before it resumes.

HISTORY: Developed by L. Ron Hubbard in July 1978 to train auditors in how to get a pc to continue talking as in R3RA.

NUMBER: TR 3 (REVISED 1961)

NAME: Duplicative Question.

PURPOSE: To teach a student to duplicate without variation an auditing question, each time newly, in its own unit of time, not as a blur with other questions, and to acknowledge it. To teach that one never asks a second question until he has received an answer to the one asked.

COMMANDS: “Do fish swim?” or “Do birds fly?”

POSITION: Student and coach seated a comfortable distance apart.

TRAINING STRESS: One question and student acknowledgment of its answer in one unit of time which is then finished. To keep student from straying into variations of command. Even though the same question is asked, it is asked as though it had never occurred to anyone before.

The student must learn to give a command and receive an answer and to acknowledge it in one unit of time.

The student is flunked if he or she fails to get an answer to the question asked, if he or she fails to repeat the exact question, if he or she Q-and-As with excursions taken by the coach.

PATTER: The coach uses “Start” and “That’s it,” as in earlier TRs. The coach is not bound after starting to answer the student’s question but may comm lag or give a commenting-type answer to throw the student off. Often the coach should answer. Somewhat less often the coach attempts to pull the student into a Q and A or upset the student. Example:

Student: “Do fish swim?”

Coach: “Yes.”

Student: “Good.”

Student: “Do fish swim?”

Coach: “Aren’t you hungry?”

Student: “Yes.”

Coach: “Flunk.”

When the question is not answered, the student must say gently, “I’ll repeat the auditing question” and do so until he gets an answer. Anything except command, acknowledgment and, as needed, the repeat statement is flunked. Unnecessary use of the repeat statement is flunked. A poor command is flunked. A poor acknowledgment is flunked. A Q and A is flunked (as in example). Student misemotion or confusion is flunked. Student failure to utter the next command without a long comm lag is flunked. A choppy or premature acknowledgment is flunked. Lack of an acknowledgment (or with a distinct comm lag) is flunked. Any words from the coach except an answer to the question, “Start,” “Flunk,” “Good” or “That’s it” should have no influence on the student except to get him to give a repeat statement and the command again. By repeat statement is meant, “I’ll repeat the auditing command.”

“Start,” “Flunk,” “Good” and “That’s it” may not be used to fluster or trap the student. Any other statement under the sun may be. The coach may try to leave his chair in this TR. If he succeeds it is a flunk. The coach should not use introverted statements such as “I just had a cognition.” “Coach divertive” statements should all concern the student, and should be designed to throw the student off and cause the student to lose session control or track of what the student is doing. The student’s job is to keep a session going in spite of anything, using only command, the repeat statement or the acknowledgment. The student may use his or her hands to prevent a “blow” (leaving) of the coach. If the student does anything else than the above, it is a flunk and the coach must say so.

HISTORY: Developed by L. Ron Hubbard in London in April 1956, to overcome variations and sudden changes in sessions. Revised 1961 by L. Ron Hubbard. The old TR had a comm bridge as part of its training but this is now part of and is taught in Model Session and is no longer needed at this level. Auditors have been frail in getting their questions answered. This TR was redesigned to improve that frailty.

NUMBER: TR 4 (REVISED 1961)

NAME: Preclear Originations.

PURPOSE: To teach the student not to be tongue-tied or startled or thrown off session by originations of preclear and to maintain ARC with preclear throughout an origination.

COMMANDS: The student runs “Do fish swim?” or “Do birds fly?” on coach. Coach answers but now and then makes startling comments from a prepared list given by Supervisor. Student must handle originations to satisfaction of coach.

POSITION: Student and coach sit facing each other at a comfortable distance apart.

TRAINING STRESS: The student is taught to hear origination and do three things: (1) Understand it, (2) Acknowledge it, and (3) Return preclear to session. If the coach feels abruptness or too much time consumed or lack of comprehension, he corrects the student into better handling.

PATTER: All originations concern the coach, his ideas, reactions or difficulties, none concern the auditor. Otherwise the patter is the same as in earlier TRs. The student’s patter is governed by: (1) Clarifying and understanding the origin, (2) Acknowledging the origin, (3) Giving the repeat statement, “I’ll repeat the auditing command” and then giving it. Anything else is a flunk.

The auditor must be taught to prevent ARC breaks and differentiate between a vital problem that concerns the pc and a mere effort to blow session. (TR 3 Revised)

Flunks are given if the student does more than (1) Understand, (2) Acknowledge (3) Return pc to session.

Coach may throw in remarks personal to student as on TR 3. Student’s failure to differentiate between these (by trying to handle them) and coach’s remarks about self as “pc” is a flunk.

Student’s failure to persist is always a flunk in any TR, but here more so. Coach should not always read from list to originate, and not always look at student when about to comment. By Originate is meant a statement or remark referring to the state of the coach or fancied case. By Comment is meant a statement or remark aimed only at student or room. Originations are handled, Comments are disregarded by the student.

HISTORY: Developed by L. Ron Hubbard in London in April 1956, to teach auditors to stay in session when preclear dives out. Revised by L. Ron Hubbard in 1961 to teach an auditor more about handling origins and preventing ARC breaks.

As TR 5 is also part of the CCHs it can be disregarded in the Comm Course TRs despite its appearance on earlier lists for students and staff auditors.

TRAINING NOTE

It is better to go through these TRs several times getting tougher each time than to hang on one TR forever or to be so tough at start student goes into a decline.